Working from the assumption that the composition curriculum is an ideal place for communication assignments focused on public writing within a local place, I\u27ve created a qualitative research study to explore ways to involve first-year composition students in social action projects that 1) help students connect local problems with an understanding of broader, systemic causes, and that 2) ask students to engage in and critically reflect on their ability to effect change on their college campus or in their local community through small, local actions using multimodal communication strategies. This study adds to the conversation about alternatives to service-learning projects and explores ways to make social action accessible and relevant to first-year composition students.
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